And Developing the Social Contract (to be
accompanied by an examination of Discipline with Dignity Ch’s 4 and 5)

Begin by examining the relationships between these 3
factors: Instructional Methods, Assessment Methods and Classroom Management.

As we collectively explore the relationships among
these 3 areas, it might be useful to recall teachers that have done a
particularly good job or bad job in these areas.Did what they did in one area have an impact
on the others? For example, if you have seen a teacher who did a good job of
creating engaging lessons, or keeping things moving (like Kounin would
suggest), did they have as many behavioral problems? In contrast, if you knew
of a teacher who used assessment practices that were received poorly by his/her
students, what effect did it have on their classroom control, and/or the
students’ level of investment in the work?

As we mine these relationships for concrete
examples from our experience, you might see some of our discoveries reflected
on the list below.

While the practice
of using approval and disappointment as a means to affecting student behavior
is common, and most of us experienced it as children ourselves, we may want to take
a second look at it as a way to manage behavior.Consider that praise is in its common form is
essentially the giving of love as an external reinforcement to control student
behavior for outcomes that the meet the teacher’s needs (see references by Kohn,
Gordon, Curwin and Mendler et al). It may be done with a pleasant face and good
intentions, but the outcome is still the same. So how do we show our emotion,
show caring for the student and let them know that we are proud of their work?
We can do it without praise. Consider the following lists/paradigms for praise.

Problematic (yet most common) usage:

·Giving
“love” for obedience

·External
and addictive

·Related
to student as a person/self-worth

·Your
value, not student’s

·Non specific,
non educational feedback

·Combined
with the overuse of disappointment it becomes highly manipulative/addictive.

Better more healthy Usage:

·Praise
behavior, not student

·Authentic
and spontaneous

·For
accomplishment and/or effort

·Based on
student’s own goals

·To
show appreciation

·Public
attention to under-appreciated student

·Combined
with the use of authentic emotional investment, it can show caring by the
teacher.

Successfully Negotiating a Power Struggle

1.Do
not manufacture power struggles by the way you teach.

By and large power struggles are a result of a
student’s attempt to satisfy an unmet need.Students who feel a sense of power and control, are making progress
toward their goals, are supported by the teacher, have avenues to share
concerns, and are given choices and not backed into corners by harsh directives
will be much less likely to feel the need to engage the teacher in a power
struggle.

2.Avoid
being “hooked in” by the student.

If
the student tries to hook you in by making you feel guilty or responsible for
their inappropriate behavior, simply ignore the hook and give the
responsibility back to the student.If
you become drawn in on a personal level, the student is then in control.

3.Move
into a private (and out of a public) encounter.

If
the encounter begins publicly, quickly move it into a private, one-to-one
interaction.A public stage will put the
student in a position where they must defend their image, and put you in a
position that you feel the need to demonstrate your power.

4.Calmly
acknowledge the power struggle.

It
is counterproductive to show anger or to “flex your muscle.”Instead, with a calm voice, acknowledge to
the student that things appear to be heading toward a power struggle, which
would surely make any eventual outcome worse.Ask the student to consider how the situation could end up in a
“win-win” scenario.

5.Validate
the student’s feelings and concerns.

Use
phrases such as, “I understand that you feel the way you do, but that does not
mean that it excuses what you did,”“Those feelings make sense, I can see why you think that, but . . .“
Feelings are important and valued, but they are beside the point.

6.Keep
the focus on the student’s choice, and simply state the consequence (repeating
if necessary).

No matter what “hook” the student tries to use, keep the focus on the
fact that the student made a choice to violate the rule/social contract (i.e.,
“I understand that you feel this is unfair, but you made the choice to ____ and
the consequence we decided on for that is ____.”)They chose to act in the way they did, and
therefore they need to accept responsibility.If the student does not want to accept the logical or agreed upon
consequence, then they can make the choice to accept a more significant consequence,
such as losing the opportunity to be part of the class/activity.

7.Put
your emotional energy into constructive matters.

After
you have successfully communicated to the student their choices, it is not useful
to dwell on this student’s behavior.Shift your attention back into your teaching.Model constructive, rational, positive
behavior.

Use
of Reality Therapy (W.Glasser)

1.Establish
involvement with the student

The
student needs to know that the teacher cares, can be trusted, and has their
best interest in mind.When a teacher
takes an interest in a student, there is a greater opportunity to communicate
intimately/authentically when the time comes.

2.Focus
on the behavior

Determine
what the problem is.Help the student
assess their own condition. Ask questions such as, “what do you think the
problem is?” or “what happened?” But be careful not to fix blame or accuse.

3.The
student must accept responsibility for the behavior

Without
assigning blame or shame, the teacher helps the student accept responsibility
for their actions.Do not accept
excuses.“Can you accept the
responsibility for the choices that you made?”

4.The
student should evaluate the behavior

Ask
the student if the behavior was helpful or hurtful? “What did it produce?”Help the student analyze the situation. “What
do you think just happened?”“What will
result if that interaction keeps happening?” “What will help you get what you
want and be good for the rest of us?”

5.Develop
a plan

Collaboratively come up with a plan of action that can also act as a
contract.Have the student write it as
much as is possible.

6.The
student must make a commitment to following the plan

The student must show persistent effort toward their goal.The behavior change will only occur to the
degree that the student makes an internal commitment to it.Keep the locus of control on the student.

7.Follow
up and follow through

If the plan is not working, it should be altered, and/or if the student
does not meet their obligations the consequences written into the plan should
be implemented.